The students were really engaged in the lesson.
Using the poster to have students create a model was a great idea to drive home the concepts. They will still need to present the material in their groups as well as be quizzed on the information.
Sunday, February 5, 2012
Sunday, July 10, 2011
Engaging in Guided Inquiry
I conducted the experiment on marbles and surface area. The design of the experiment was to roll marbles of different sizes over three different surfaces and record the distances on a table. The surfaces that the marbles were rolled over included hardwood, concrete and carpeting. The marbles were rolled from the same starting point and then measured with a ruler to determine the farthest distance. The findings were recorded and analyzed.
My initial hypothesis was that the heavier marble would travel the shortest distance over all surfaces. I was surprised to see that the heavier marble traveled further over the rougher surface areas. I concluded that the larger mass made it easier to roll over a surface that was more rough.
The experiment went well overall. It was uncomplicated, but if I were to modify it in any way I would include an instrument that maybe provided the same force for each roll. I also had an issue with my floors not being even and having balls roll in opposite directions.
I could very easily provide this very lab with my students as an introduction to a unit on motion. This simple experiment is a gateway for many other skills. I would ask the students why is knowing about motion important. I would make them explain themselves upon completion of the lesson. I would also set up a lab with different weighted marbles and surfaces. Maybe have the students compete in s motion competition.
I would like my students to know how and why objects move at different rates and be able to explain the concepts. I would like this knowledge to spark the interests in design or engineering. The ability to test and trial is the basis of investigation and innovation. I believe that I met this goal.
My initial hypothesis was that the heavier marble would travel the shortest distance over all surfaces. I was surprised to see that the heavier marble traveled further over the rougher surface areas. I concluded that the larger mass made it easier to roll over a surface that was more rough.
The experiment went well overall. It was uncomplicated, but if I were to modify it in any way I would include an instrument that maybe provided the same force for each roll. I also had an issue with my floors not being even and having balls roll in opposite directions.
I could very easily provide this very lab with my students as an introduction to a unit on motion. This simple experiment is a gateway for many other skills. I would ask the students why is knowing about motion important. I would make them explain themselves upon completion of the lesson. I would also set up a lab with different weighted marbles and surfaces. Maybe have the students compete in s motion competition.
I would like my students to know how and why objects move at different rates and be able to explain the concepts. I would like this knowledge to spark the interests in design or engineering. The ability to test and trial is the basis of investigation and innovation. I believe that I met this goal.
Sunday, June 12, 2011
Lesson Reflection
Sunday, May 22, 2011
Week Three Post: Meltin Polar Ice Caps.
1. What happens if the polar ice caps melt?
With all of the discussion of global warming, many researchers are looking into the events that would occur if the polar ice caps melted. If the polar ice caps melt there would be a rise in sea level. There would be warmer temperatures because there would be no "protection" so to speak, from the sun. There would be warmer water temperature which would change the flora and the existing sea life. Like a chain these elements would eventually lead to the demise of certain birds, fish, and would decrease food sources for animals that depend on them. There would be more diseases like Malaria and West Nile due to warmer waters and higher more humid land temperatures serving as breeding grounds or mosquitoes. There would be some vary detrimental effects, but these are highly unlikely. Here is a link for more information: http://www.nasa.gov/centers/goddard/news/topstory/2003/1023esuice.html
2. What other questions do you have about this science inquiry experiment?
What temperatures would be needed in order to melt the 25 million miles of thick polar ice? Also, isn't the temperature very cold in winter and mild in the summer, so much so that this melting not would not take place?
With all of the discussion of global warming, many researchers are looking into the events that would occur if the polar ice caps melted. If the polar ice caps melt there would be a rise in sea level. There would be warmer temperatures because there would be no "protection" so to speak, from the sun. There would be warmer water temperature which would change the flora and the existing sea life. Like a chain these elements would eventually lead to the demise of certain birds, fish, and would decrease food sources for animals that depend on them. There would be more diseases like Malaria and West Nile due to warmer waters and higher more humid land temperatures serving as breeding grounds or mosquitoes. There would be some vary detrimental effects, but these are highly unlikely. Here is a link for more information: http://www.nasa.gov/centers/goddard/news/topstory/2003/1023esuice.html
2. What other questions do you have about this science inquiry experiment?
What temperatures would be needed in order to melt the 25 million miles of thick polar ice? Also, isn't the temperature very cold in winter and mild in the summer, so much so that this melting not would not take place?
Sunday, May 15, 2011
Reflection of STEM Strategies Week 2
Reflection 1: Planning a lesson using STEM strategies.
The usage of the 5 E's strategies were really helpful. The planning process was tedious to say the least. It made me look deeper into my teaching, planning, and practices. I found myself organizing the material differently. Throughout the planning I saw a need for the inquiry part of the lesson to be first. This is different than the usual way I would plan and teach. I like having the students conduct their experiments blindly so to speak. I believe that the idea of not knowing what will occur really engages the students in the activity. I wanted to incorporate more engaging material for the students as well as prepare them to meet the standards and the objectives that needed to be met.
If I were to implement this lesson I would allow the students to create the rubric for the assessment process. I realized that the students can and should be a major component of their own learning experiences.
The usage of the 5 E's strategies were really helpful. The planning process was tedious to say the least. It made me look deeper into my teaching, planning, and practices. I found myself organizing the material differently. Throughout the planning I saw a need for the inquiry part of the lesson to be first. This is different than the usual way I would plan and teach. I like having the students conduct their experiments blindly so to speak. I believe that the idea of not knowing what will occur really engages the students in the activity. I wanted to incorporate more engaging material for the students as well as prepare them to meet the standards and the objectives that needed to be met.
If I were to implement this lesson I would allow the students to create the rubric for the assessment process. I realized that the students can and should be a major component of their own learning experiences.
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